Teaching practice has proved that it is not difficult for teachers to teach students to master the knowledge in books. The difficulty lies in how to teach students to effectively transform the knowledge in books into their own knowledge. In order to realize and break through this difficult problem, teachers should take cultivating students' creativity as an important teaching task, implement heuristic teaching in the teaching process, design general mathematics knowledge into a learning situation where students can acquire knowledge through certain efforts, stimulate students' strong desire for knowledge and enthusiasm for exploration and creation, and improve students' creative thinking ability. Teachers can set the designed questions into question situations and throw them to students from different angles, forms and ways, so that students can play a collective role on the basis of thinking, discussion and communication. Teachers only need to give appropriate instructions to guide students to find answers to questions through discussion and analysis, so as to cultivate students' good thinking quality and rich creativity. At the same time, teachers should pay attention to cultivating students' interest in learning mathematics knowledge in the teaching process. As the saying goes, "The knower is not as good as the doer, and the doer is not as happy as the musician." Interest is the intrinsic motivation for students to learn mathematics well, and it is also a necessary condition for improving creative thinking. Teachers should be good at walking among students, communicate with them sincerely, understand their learning situation, help them solve problems encountered in life and study, be intimate friends in students' life, be mentors in learning, and let students turn their love for teachers into motivation to pursue knowledge, maintain strong curiosity and thirst for knowledge, and entertain and stimulate learning with interest.

Second, carefully set up question introduction to stimulate students' creative thinking.

Junior high school math teachers must prepare lessons carefully if they want to embody the new curriculum concept in teaching. Teachers should not only clearly explain the contents, difficulties and key links of classroom teaching, but also carefully prepare students so that the three-dimensional goal of teaching can be reflected in classroom teaching. According to the actual situation of students' learning mathematics knowledge, teachers should adopt teaching methods close to the teaching materials and in line with students' learning reality, so as to improve students' enthusiasm and initiative to actively participate in teaching activities. Therefore, in the teaching process, teachers should let students speak more, do more, use more brains and think more, so as to achieve the integration of mouth, hands, eyes and brain. For example, in the teaching of the nature of parallelogram and the process of judgment and proof, I asked, "What is livestock?" Let the students discuss in the study group first, and then let the students answer the questions. I'll add it appropriately, and the students will quickly sum up the definition of livestock. At this time, I give some examples to let students distinguish which are domestic animals and which are not, and then guide the questions to the mathematical knowledge they have learned, so that students can have a clear understanding and judgment of the nature soon. Although this teaching process takes a long time, it has a good promotion effect on students' future study, so that students can use their brains and hands in mathematics learning, see the "doorway" of mastering mathematics knowledge, and become the protagonist of learning and the master of the classroom.

Third, use variable questions to improve students' divergent thinking level.

In the process of learning, students should not only master rich basic knowledge of mathematics, develop good habit of solving problems, but also have divergent thinking ability of breaking through convention, seeking novelty and seeking answers from multiple angles. Therefore, in teaching, teachers can organically combine what they have taught, put forward problems with multiple solutions to one problem and train students' divergent thinking. Teachers should encourage students to think boldly, seek the diversity of problem-solving methods, let students put forward original ideas, solutions, viewpoints and possibilities as much as possible, and improve their innovative thinking ability in the process of seeking correct answers. For example, in the review class in similar triangles, according to the actual situation of students' study, I asked such a question: "Given that two triangles are similar, what conclusions can you write?" Students think positively, some students write three from the nature, and then write 10 from the conclusion. In this way, students can be trained to ask divergent questions, so that they can master what they have learned skillfully, develop good study habits such as being good at analyzing, actively exploring and actively guessing, and promote the improvement of students' creative thinking ability.

In short, with the implementation of the new curriculum teaching concept, teachers should adapt to the requirements of the times and cultivate students' learning habits of positive thinking and innovation. Teachers should fully reflect students' dominant position in mathematics teaching, mobilize students' learning habits such as active knowledge, good expression, unique innovation and divergent thinking, encourage students to boldly innovate outside books, cultivate students' deep understanding of things and innovative pioneering spirit, and promote students' all-round progress in learning.